2024 Speakers

Dr. Christopher Emdin is the Maxine Greene Chair for Distinguished Contributions to Education and Professor of Science Education at Teachers College, Columbia University. He is also the Director of Creativity, Innovation and Entrepreneurship At the STEAM DREAM and Ideal Lab.

He previously served as Robert Naslund Endowed Chair in Curriculum Theory at the University of Southern California, where he was Director of Youth and Community Partnerships at the USC Race and Equity Center.

Dr. Emdin is an alumni fellow at the Hip-hop Archive and Hutchins Center at Harvard University, Scholar in Residence at Lincoln Center for the Performing Arts and was STEAM Ambassador for the U.S. Department of State and Minorities and Energy Ambassador for the U.S. Department of Energy.

Dr. Emdin holds a Ph.D in Urban Education with a concentration in Mathematics, Science, and Technology; Masters degrees in both Natural Sciences and Education and Bachelors degrees in Physical Anthropology, Biology, and Chemistry.

He is the creator of the HipHopEd social media movement, Science Genius BATTLES and the CREATE Accelerator – an initiative that funds non-profits focused on culture and education. He has been named one of the 27 people bridging divides in the United States by Time magazine and the Root 100 list of most influential African Americans.

He is the author of numerous award winning works; including the Strage Prize awardee, Urban Science Education for the Hip-hop Generation and the New York Times bestseller, For White Folks Who Teach in the Hood and the Rest of Ya’ll Too.

His latest books are STEM, STEAM, Make, Dream and Ratchetdemic: Reimagining Academic Success.

Joellen Killion champions educator learning as the primary pathway to student success. She serves school systems, schools, regional, state, and national agencies within the U.S. and abroad as a consultant and learning facilitator. She is senior advisor to Learning Forward and formerly was its deputy executive director. Joellen leads, facilitates, and contributes to a number of initiatives related to examining the link between professional development and student learning. She has over 30 years of experience in planning, design, implementation, and evaluation of professional learning at the school, system, state, and international level.

Joellen is a frequent contributor to education publications and the author of multiple books, numerous chapters, and papers on the design, implementation, and evaluation of professional learning, coaching, and teacher leadership. Her particular interests are collaborative learning teams, coaching educator success, evaluation and program audits, standards for professional learning, policy to support professional learning, and comprehensive planning and implementation of high-quality, standards-based, results-focused professional learning. Joellen works with teachers, coaches, teacher leaders, principals, district leaders, education consultants, and education agency staff to support the practices of continuous learning and development for all educators.

Joellen led a number of national initiatives on professional learning, including the third edition of Learning Forward’s Standards for Professional Learning and the accompanying Innovation Configuration maps. She has conducted evaluations of projects funded by federal and private foundation grants including U.S. Department of Education Technology Challenge Grants. She has also led projects funded by the Washington Mutual Foundation, Dodge Foundation, GE Foundation, Wachovia Foundation’s Teachers and Teaching Initiative, Bill and Melinda Gates Foundation, MetLife Foundation, Sandler Foundation, and Wallace Foundation. Most recently she directed Transforming Professional Learning for College- and Career-Ready Students, a national study with Kentucky as the demonstration state and including six other states as critical friends examined and revised policy and practices for establishing comprehensive professional learning systems to support national and state initiatives and resulted in 13 publications to support other state and district efforts.

Her books, What Works in the Middle: Results-Based Staff Development, What Works in the Elementary Grades: Results-Based Staff Development, and What Works in the High School: Results-Based Staff Development, summarize studies of content-specific (social studies, science, mathematics, and language arts) professional development.

Her study of schools that have received the U.S. Department of Education’s Model Professional Development Awards sponsored by the U.S. Department of Education and WestEd resulted in Teachers Who Learn Kids Who Achieve: A Look at Model Professional Development. She has studied online learning and its role in professional development. This study resulted in E-Learning for Educators: Implementing the Standards.

Other books resulting from studies and initiatives include Collaborative Professional Learning Teams in School and Beyond: A Tool Kit for New Jersey Educators; The Learning Educator: A New Era in Professional Learning (co-authored with Stephanie Hirsh); Becoming a Learning School (co-authored with Patricia Roy); The Feedback Process: Transforming Feedback for Professional Learning, 2nd edition; Taking the Lead: New Roles for Teachers and School-based Coaches, 2nd edition (co-authored with Cindy Harrison), Assessing Impact: Evaluating Professional Learning, 3rd edition, and Coaching Matters, 2nd edition (co-authored with Chris Bryan and Heather Clifton). She has authored a number of monographs and papers, contributed to the International Handbook on Mentoring and Coaching in Education, and contributes blogs on topics in professional learning.

The creed Joellen lives by is:

Excellence can be achieved if you . . .

Care more than others think is wise . . .

Risk more than others think is safe . . .

Dream more than others think is practical . . .

Expect more than others think is possible . . .

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Joellen Killion was recently a guest on Episode #55 of the Coaching Conversations podcast with Jim Knight. Listen to her episode on your favorite podcast platform.

Dr. Jim Knight, Founder and Senior Partner of Instructional Coaching Group (ICG), is also a research associate at the University of Kansas Center for Research on Learning. He has spent more than two decades studying professional learning and instructional coaching.

Jim earned his PhD in Education from the University of Kansas and has won several university teaching, innovation, and service awards. The pioneering work Jim and his colleagues have conducted has led to many innovations that are now central to professional development in schools.

Jim wrote the first major article about instructional coaching for the Journal of Staff Development, and his book Instructional Coaching (2007) offered the first extended description
of instructional coaching. Jim’s book Focus on Teaching (2014) was the first extended description of how video should be used for professional learning. Recently, writing with Ann Hoffman, Michelle Harris, and Sharon Thomas, Jim introduced the idea of instructional playbooks with their book on that topic. Jim has written several books in addition to those described above, including Unmistakable Impact (2011), High-Impact Instruction (2013), Better Conversations (2015), The Impact Cycle (2018), and The Definitive Guide to Instructional Coaching (2021). His upcoming book Data Rules, will be available this fall.

Jim has also authored articles on instructional coaching and professional learning in publications such as “Educational Leadership”, “The Journal of Staff Development”, “Principal Leadership”, “The School Administrator”, and “Kappan”. Jim is also a columnist for “Educational Leadership”.

Through ICG, Jim conducts coaching workshops, hosts “Coaching Conversations” podcast, and provides consulting for coaching programs around the world.

Dr. Haesun Moon is a communication scientist, an educator, and author of Coaching A to Z: The Extraordinary Use of Ordinary Words and several collaborative books, including Thriving Women, Thriving World, and Foundations of Brief Coaching, a short handbook for professional coaches.

Haesun received her Ph.D. in Adult Education and Community Development from the University of Toronto. She cares about people experiencing better conversations at home and at work – and she does that by training, coaching, and consulting. She believes that conversations can change the world, and she defines this process as hosting dialogic conditions in which people participate to imagineer and perform their preferred change.

Her academic and professional research in coaching, dialogues, and pedagogy from the University of Toronto led to the development of a simple pedagogical framework, the Dialogic Orientation Quadrant (DOQ). The DOQ has transformed the way people coach and learn coaching worldwide. The DOQ also serves as a research framework in communication studies that offer evidence-based process research of coaching and mentoring conversations.

She was most recently celebrated as one of the world’s leading thought leaders in “Coaching and Mentoring” by Thinkers50, an accolade often referred to as “the Oscars of Management Thinking” by the Financial Times.

Her most current contribution in the field of coaching and mentoring includes active speaking engagements, both in-person and online, at the European Mentoring and Coaching Council, International Coach Federation, Institute of Coaching at Harvard Medical School, and WBECS by Coaching dot com. Haesun was voted as the highest-ranking speaker in the WBECS pre-summit in 2022 and 2023, where over 12,000 people worldwide registered in her session.

She serves as a faculty at the Institute of Coaching, Harvard Medical School affiliate, where she is currently teaching on the topic of Efficacy of Coaching.

Haesun contributes to the coaching and mentoring community in Canada as she serves as a chair for the Canadian Universities and Research Alliance Summit (CURAS), where coaching research, praxis, and community of practice are actively organized and growing. Haesun teaches Brief Coaching at the University of Toronto and serves as Executive Director at the Canadian Centre for Brief Coaching and Principal at The Human Learning Institute.

Kate Murphy is a Houston, Texas-based journalist who has written for the New York Times, TheEconomist, Agence France-Presse, and Texas Monthly. Her eclectic and widely shared pieces have explored an extraordinary range of topics including health, technology, science, design, art, aviation, business, finance, fashion, dining, travel, and real estate.

Kate is known for her fresh and accessible way of explaining complex subjects, particularly the science behind human interactions, helping readers understand why people behave the way they do. She also holds a commercial pilot’s license, which she puts to good use when called upon to report from remote locations.

Dr. Christian van Nieuwerburgh is Professor of Coaching and Positive Psychology at RCSI University of Medicine and Health Sciences and Global Director at Growth Coaching International. He is a thought leader in the areas of coaching in education and the integration of coaching and positive psychology. Christian is passionate about the creation of positive learning environments and works with schools, colleges, and universities all over the world.

Christian is the author of the best-selling Introduction to Coaching Skills: A Practical Guide (2014; 2017) and the editor of Coaching in Education: Getting Better Results for Students, Educators, and Parents (2012) and Coaching in Professional Contexts (2016). He is also a co-author of the recently-published The School Leader’s Guide to Coaching in Schools (2017) and the Editor in Chief of one of the field’s leading academic journals: “Coaching: An International Journal of Theory, Research and Practice”.

Dr. Kristin Anderson is an educator, researcher, founder, and CEO of The Brilliance Project. Through her research and consultancy over her 20-plus-year career, Kristin has helped thousands of educators, leaders and aspiring world-changers transform their potential and unleash their personal power through the lens of education.

Kristin’s early career was spent working with students from marginalized and disadvantaged backgrounds, often outcast from mainstream school systems. This formative experience exposed the duality of education in both its capacity to fortify and lift the human spirit, as well as isolating the oppositional factors that actively disable it. These insights invoke the redemptive themes of her current-day work, such as building trust, hope, and belief through personal efficacy, and a specialized focus on adult learning that embraces the life cycle of the whole educator along with their wellbeing.

Kristin has worked within instructional and leadership roles across a diverse range of K-12 settings. She has developed professional learning programs for Edison Schools,The Leadership and Learning Center, and Corwin, and is known as the person who brought Visible Learning to North America. In parallel, she has completed advanced degrees from Sterling College, the University of Denver, the University of Colorado, and Vanderbilt University.

In recent years, Kristin has collaborated with global leaders to design, implement, and evaluate professional learning frameworks, and has led large-scale development initiatives for sustainable impact through education. Kristin’s approach is anchored in her understanding of behavioral and decision science, balanced with her practical and humanizing implementation of research in real-world settings. She has delivered keynotes, workshops, and extensive professional learning on various topics in teaching, learning, and leadership across the Americas, Europe, Asia-Pacific, and Africa.

Kristin is the author of Data Teams Success Stories Volume 1, Real Time Decisions, Getting Started with Rigorous Curriculum Design, and a soon to be published book on Educator Wellbeing.

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Steve Barkley began his teaching career in a rich, teaming and coaching environment long before the terms instructional coaching and professional learning communities were in the educational literature. During the past three plus decades, Steve has worked with educators internationally to build programs that focus on educator growth for student growth.

Steve is the author of Quality Teaching in a Culture of Coaching and Instructional Coaching With the End in Mind. His weekly blogs and podcasts add to a continuous exploration of his learning being shared with others.

Gary Bloom is an author and national consultant focusing on teacher and school leadership development, coaching, and supervision. He is the former Superintendent of Santa Cruz City Schools. Prior to joining SCCS, Gary co-founded the New Teacher Center at the University of California Santa Cruz and served as its Associate Director for School Leadership.

Prior service has included bilingual K-12 teaching, site and central office administration, and as university faculty. Gary has presented and consulted with local, state, and national agencies in the United States and abroad. He has presented at national and international conferences and is the author of articles on topics related to instruction, school leadership, and professional development.

Gary is lead author of Blended Coaching: Skills and Strategies to Support the Development and Supervision of Professional Educators, Powerful Partnerships: A Handbook for Principals Mentoring Assistant Principals, and of Coaching-Based Supervision for Principal Supervisors. He is co-editor of The Peer Assistance and Review Reader.

Among other current commitments, he serves pro bonoas Senior Consultant to Colegio Horizontes in Chajul Guatemala, does ongoing work with the Hawaii and Delaware State Departments of Education, and has multiple engagements with school districts and other education agencies across the United States.

Andrea (Annie) Bolander received her bachelor’s degree in music education and is a wife and mother of three. She received her Montessori Early Childhood certification and has taught in a classroom for 15 years.

During her time at Dancing Moose Montessori School, she has taken the role of Education Coach and curriculum developer, for the classroom and online. Annie co-created assessments for the Early Childhood program supporting the math and language areas for three school campuses.

Annie is a Totem PD instructor for her school team, and works in coaching and behavior help for teachers and classrooms.

In her free time Annie enjoys performing with a handbell music choir, creating string-art designs, and watercolor painting with her children.

John Campbell is the Founding Director of Growth Coaching International (GCI), an organization that provides coaching and coaching services to school leaders and teachers across Australia and now in NZ, the UK, the US, and the Middle East.

John has been a high school teacher, a curriculum development advisor, and a management consultant in the corporate sector. From 2004 to 2019, John was involved in leading the GCI work across Australia, and during that period, over 60,000 school leaders participated in GCI professional learning programs.

He co-authored The Leaders’ Guide to Coaching in Schools: Creating Conditions for Effective Learning (Corwin, 2017) with Professor Christian van Nieuwerburgh and Growth Talk: Brief Conversations – Big Impact (in press) with Chris Munro.

John is also the author of the chapters, “Coaching in Schools” and “The GROWTH Model: A Framework for Practitioners” in Coaching in Professional Contexts, (Sage, 2016). He co-authored the chapter “Coaching in Education”, in Professional Coaching: Principles and Practice (Springer, 2018) with professor Christian van Nieuwerburgh and Dr. Jim Knight.

In addition to his teaching degrees, he holds master’s degrees in organizational communication and coaching psychology from the University of Sydney. Currently, he is completing EdD research studies at Creighton University in Omaha, NE.

Oliver Caviglioli was a special school head teacher for a decade. While a teacher, he learned to combine the skills he learned from educational psychologists with the graphic know-how taught to him in childhood from his architect father. This unique combination resulted in Oliver becoming an information designer, visualizing educational ideas and processes.

He kickstarted the current transformation in teachers’ use of visual explanations with his book Dual Coding with Teachers which was followed by Organise Ideas and The Extended Mind (co-authored). He has also created a step change in how educational books are designed and illustrated, bringing to life the ideas of many eminent education authors.

Over the past two years, he has collaborated with Tom Sherrington in creating the Teaching WalkThrus book series (over 180,000 copies sold) and related PD package that is now in 40 countries.

Dr. Floyd Cobb has almost 20 years of experience spanning the P-20 educational continuum, holding roles as a teacher, school leader, district curriculum leader, and a statewide policy implementer. He holds a Ph.D. in curriculum and instruction from the Morgridge College of Education at the University of Denver. There, he is an adjunct faculty member and teaches courses on social inequality through the lenses of race, class, and gender.

In 2017, Floyd was awarded the Ruth Murray Underhill Teaching Award for excellence in teaching, which is given to one adjunct faculty member at the university. He has published numerous articles and book chapters and is the co-author of the book Belonging Through a Culture of Dignity, which focuses on dignity as a key component of equity implementation. He is also the author of Leading While Black (2017), an auto-ethnography detailing his reflections on the Black experience in educational leadership.

Dr. Ayanna Cooper is a consultant, writer, U.S. Department of State English Language Specialist alumna, “edu-story” teller and recently served a three-year term on the Board of Directors for TESOL International Association.

She is the author of several publications including And Justice for ELs: A Leader’s Guide to Creating and Sustaining Equitable Schools and Black Immigrants in the United States (co-edited).

As the editor of Language Magazine’s “Pass the Mic” series she highlights the intersectionality of race, English language teaching and learning, and centers on multilingual student experience.

Sarah Cottinghatt is Head of Learning Design at IRIS Connect. She is a former English teacher, experienced teacher educator, and supports schools with their teacher training.

Sarah has an MA in Educational Neuroscience and is the author of education books translating research into practice.

Dr. Tina Curry is an award-winning coach, professor, and teacher.

Tina brings a 24-year distinguished track record and innovative success as an educator in Chicago, as well as her experiences as a valued member of the adjunct faculty at National Louis University and a lead equity facilitator for DePaul University’s Office of Innovative and Professional Learning. Tina currently works as lead instructional coach at Fernwood Elementary School in Chicago. She has been an invited presenter for IWP, AERA, LRA, NCTE, and IRC as well as a featured guest on Coaching Conversations Podcast with Jim Knight.

Tina is a 2023 and 2024 nominee for NCTE Nominating Committee, College Section. Her accomplishments include being a contributing writer to Teaching for Racial Equity: Becoming Interrupters winner of the 2022 Excellence in Equity Book Award.

Her support for professional learning at the leadership and classroom level have transformed lives professionally and personally. She is inspiring, insightful, and ignites a passion for coaching and equity.

Dr. Tina Curry was recently a guest on Episode #59 of the Coaching Conversations podcast with Jim Knight. Listen to her episode on your favorite podcast platform.

Suzanne Dailey is an instructional coach in the Central Bucks School District where she has the honor and joy of working with over 600 elementary teachers and 9,000 students. She teaches model lessons, facilitates professional development sessions, and mentors teachers to be the best for the students in front of them.

Suzanne is Nationally Board Certified, a fellow of the National Writing Project, and has a masters degree in reading. She is dedicated to nurturing and developing the whole child and teacher and presents these topics in-person and virtually at a local, state, and national level.

Suzanne is the author of Teach Happier this School Year: 40 Weeks of Inspiration & Reflection and is the host of the popular weekly podcast, Teach Happier.

Trent Hall helps organizations address equity and inclusion through his consultation and facilitation services related to empathy, communication, and conflict management. He brings leadership, staff, and students together to transform culture and climate through the concepts of belonging and dignity.

Trent has facilitated the transformation of a wide range of organizations, including pK-12 schools, institutions of higher education, and international entities that promote democratic values. While on staff at Penn State University (PSU), Hall served as a dialogue instructor, facilitator, and coach, and he developed the foundation of the Global/Virtual Dialogue Platform. He provided services for a variety of groups including graduate and undergraduate students, local school systems, and the North Atlantic Treaty Organization (NATO) cadets preparing to work in conflict areas in numerous countries.

Before becoming a full-time consultant, Trent served the community through the local government of Howard County (MD), championing community dialogue that reinforced the county’s goals of diversity and inclusiveness, in the Office of Community Outreach and Constituent Services and the Office of Human Rights.

Joy de los Santos has been in the field of special education for nearly 20 years. She received a Bachelors in Special Education from University of Illinois Urbana-Champaign, Masters in Early Childhood Education with Special Education Approval from Governors State University, and her Masters in Education Administration from Concordia University Chicago. She has taught every grade from early childhood through high school in both district and cooperative settings. Joy became involved in instructional coaching 3 years ago when she was tasked with helping to set up a team of coaches at the special education cooperative where she currently works. In 3 years that team has grown exponentially and supports classrooms within our cooperative as well as in each of our 9 member districts. She has seen the impact coaches have on teachers working with students who have, or are suspected of having, a disability, and it has become a significant focus in her career. Joy lives in Bourbonnais, IL with her husband, daughter, dog (S’Mores), and 2 hermit crabs (Te Fiti and CooCoo2).

Dr. Jenni Donohoo is a professional learning facilitator, author, and researcher with more than 25 years of experience in leading school improvement.

Jenni has multi-year partnerships with numerous organizations and government agencies where she works alongside system and school leaders supporting high-quality professional learning designed to improve outcomes for all students.

She is a five-time best-selling author and her books have been translated in several languages.

As the Director of the Jenni Donohoo Center for Collective Efficacy, Jenni has been recognized internationally as an educational thought leader.

Dr. Mark Dowley is the Associate Head – Staff Development and Consulting at the Crowther Centre. He has experience building coaching programs in multiple schools. A certified ICG-Instructional Coach, Mark has completed a variety of training programs and has consulted on staff development to schools in Australia and overseas. He completed his doctoral studies in international educational policy and national testing programs. Through his research role in the Crowther Centre, Mark explores how research can be used to build capacity throughout an organization and improve outcomes for students and staff.

Dr. Mark Dowley was recently a guest on Episode #62 of the Coaching Conversations podcast with Jim Knight. Listen to his episode on your favorite podcast platform.

Michelle Edvik received her bachelor’s degree and has a background in Social Work. She is a wife and mother of four.

Michelle and her husband worked with teens in a residential treatment center, along with being licensed foster parents for 5 years, and served many families and children during that time. She received training in trauma-based learning and attachment.

Michelle received her Montessori Early Childhood certification and has taught in the classroom for 9 years. She is an Education Coach and behavior support at Dancing Moose Montessori School.

Additionally, Michelle hosts Parenting Circles for families and parents at three school campuses, and coaches both teachers and parents.

Jennifer Hlavka serves as the Coordinator for National Board Certification & Teacher Career Pathways in Howard County, Maryland. Jennifer started her teaching career with Baltimore City Public Schools teaching elementary grades before being named a Response to Intervention Coordinator for grades K – 8 in reading and math. During this time she was identified as a City Schools Model Teacher. Later she was promoted to the BCPSS District Office as a Teacher Development Specialist before transitioning to a similar role in Howard County.

In HCPSS she has partnered with teacher leaders to develop and scale a national award-winning support program for National Board Certification candidates. Jennifer also leads system-wide initiatives such as instructional mentoring, Title II-A, and major grant funding, teacher leadership initiatives, and implementation of high impact professional learning.

Jennifer received her Master of Arts in Teaching and her Administration & Supervision certificate from Johns Hopkins University, her Literacy Coach certificate from University of Maryland, and her Masters of Business & Administration from Loyola University, Maryland. Jennifer also has the pleasure of working with ICG as a training consultant.

Jennifer’s career is grounded in a joy for learning with a focus on providing professional learning that sparks curiosity and engagement. In each learning experience, Jennifer aims to strengthen the capacity, motivation, and efficacy for those who serve public education to create learning environments where every student and staff member looks forward to their work together each day.

Dr. Trista Hollweck is a pracademic who integrates the worlds of research, policy, and practice. She is a former secondary teacher, vice-principal, and school district consultant at the Western Quebec School Board (WQSB) in Quebec, Canada.

From 2008-2015, Trista designed and led a district-wide mentoring and coaching program that continues to be essential component of the WQSB’s Teacher Induction Program (TIP). This work sparked her doctoral research into systemic change, mentoring and coaching, and the ways in which being a mentor-coach has an impact on experienced teachers’ professional learning, practice, and well-being. Currently, Trista teaches graduate courses on mentoring and coaching at the University of Ottawa, Ontario and is leading a research project in Sierra Leone funded by the Canadian International Development Research Centre (IDRC) that examines scaling and sustaining teacher professional development through communities of practice and coaching.

Trista has designed and led educational networks at the local, provincial, national and international level, such as the Accompaniment Project for the Leadership Committee for English Education in Quebec (LCEEQ), the Canadian Playful Schools Network and the ARC Education Project.

Trista is a proud mom of three and is committed to supporting schools and systems to improve education for all students within and across educational systems globally.

Haili Hughes was an English teacher and middle and senior leader in secondary schools for 15 years. She is now a Director of Education at IRIS Connect – a video professional development company for teachers. Haili is also a Principal Lecturer in mentoring and professional development at the University of Sunderland, where she leads 1200 mentors.

In addition, she works as an ITT Quality Associate for England’s education government body, the Department of Education. She is one of the few educators in the UK who facilitates the Early Career Framework, trains new teachers and the National Professional Qualifications for teachers, as well as marking them for Teach First. She speaks in 150 schools a year as an educational consultant and has written 5 bestselling books with 8 more on the way.

Mary Kolo has always had a deep passion for learning and collaborating with others. Her sense of curiosity and pushing herself out of her comfort zone explains why Mary loves Instructional Coaching! “I get the best of both worlds when partnering with teachers and their students!”

Mary has been an educator for 20+ years and lives in Hamburg, NY south of Buffalo, NY. During her career, she has been an Instructional Coach, Professional Development Coordinator, Math Coordinator, Reading Specialist, Special Education teacher, and General Education teacher. Mary has a master’s degree in administration and is nearing the completion of a doctoral degree in Educational Leadership.

Mary has presented on a range of topics at the national level. Some of these topics include: Understanding Adult Learners, What Administrators Need to Know About Instructional Coaching, the Phases of Adult Reflection and Learning, Engaging Early Career Teachers with Instructional Coaching, and many more.

She is currently working on a collaborative writing project focused on Coaching in Higher Education. Mary loves learning about how to improve her coaching skills by engaging with others who also have a passion for coaching and helping others.

Stacy Krabbe is a passionate and dedicated educator with a background in Earth Science, Environmental Science, and Physics. Currently serving as a science teacher and Instructional Coach in District 117, Stacy has been a part of Antioch Community High School since 2015.

As an Instructional Coach, Stacy plays a vital role in mentoring teachers and facilitating their professional growth through Impact Cycles and High Impact Communities, along with colleague community growth.

Recognized for her outstanding contributions to education, Stacy received the honor of the Illinois State Board of Education 2020 Illinois Outstanding Early Career Educator and a Meritorious status for the 2023 Team Award through Those Who Excel with her two Instructional Coaching counterparts.

Stacy holds a Master’s of Arts in Educational Technology from Aurora University, demonstrating her additional commitment towards academic excellence. Stacy’s unwavering dedication to education, coupled with being a mom of two, makes her a dynamic educator and a positive influence in shaping the minds of future generations.

John Krownapple is an educator, author, and speaker who specializes in professional learning and organizational development.

Focused on inclusive work and learning environments, he centers belonging and dignity as the primary concepts that help people thrive in school, work, and life in general.

John has been an adjunct professor at Johns Hopkins University since 2007, and for fifteen years he served as the coordinator of diversity, equity, and inclusion in a Maryland school district of over 50,000 students.

Additionally, he has served as a classroom teacher, curriculum specialist, and professional development facilitator. John has authored articles and books, and he is the co-author of Belonging Through a Culture of Dignity: The Keys to Successful Equity Implementation.

‍Dr. Lisa Lande has dedicated her professional endeavors to advocating for teachers and students around the globe. It is her aspiration that every classroom in every school is one that she would want her own three children to learn in.

Dr. Lande is a former teacher, college professor, and director of several large-scale school reform projects. She currently serves as the Director of International Programs for the Quaglia Institute for School Voice and Aspirations.

Dr. Lande is a co-author of Teacher Voice: Amplifying Success, Engagement by Design: Creating Learning Environments Where Students Thrive, and The Power of Voice in Schools: Listening, Learning, & Leading Together.

Dr. Nathan D. Lang-Raad is an educator, speaker, and author. Throughout his career, he has served as a teacher, elementary administrator, high school administrator, and university adjunct professor. He was the Director of Elementary Curriculum and Instruction for Metropolitan Nashville Public Schools, as well as education supervisor at NASA’s Johnson Space Center. He was also the Chief Education Officer at WeVideo. He serves as the US State Ambassador for the Climate Action Project, a collaboration between the United Nations, World Wildlife Fund, NASA, and the Jane Goodall Institute, and an advisor for TAG (Take Action Global).

Nathan is the author of:

• Everyday Instructional Coaching
• The New Art and Science of Teaching Mathematics, co-authored with Dr. Robert Marzano
• WeVideo Every Day
• Mathematics Unit Planning in a PLC at Work
• The Teachers of Oz, co-authored with Herbie Raad
• The Boundless Classroom, co-authored with Dr. James Witty
• Instructional Coaching Connection
• Never Stop Asking

Nathan received a bachelor of arts degree in general science-chemistry from Harding University in Searcy, Arkansas, a master of education degree in administration and supervision from the University of Houston-Victoria, and a doctorate of education degree in learning organizations and strategic change from David Lipscomb University in Nashville, Tennessee.

Melanie D. Matthews-Calhoun is a highly accomplished individual in the field of education, with a career spanning 27 years. Her diverse roles include being an author, educational consultant, instructional coach, and professional learning facilitator. Melanie has a wealth of experience, having worked as an elementary and middle school teacher, literacy and instructional coach, curriculum leader, and adjunct professor.

As the owner of Literacy at Work, Melanie has established herself as an influential figure, driving positive change in the educational landscape. She is also the visionary behind the Mind Your Coaching Institute, a renowned annual conference tailored for instructional leaders and coaches, demonstrating her commitment to professional development and growth within the field.

Melanie’s impact extends nationwide, as she collaborates with schools, districts, and organizations to elevate coaching and instructional standards. Her consultancy work with educational institutions across the country underscores her dedication to enhancing teaching practices and fostering a culture of continuous improvement in education.

Dr. Daryl Michel consults with organizations nationally and internationally in areas such as instructional coaching, teacher education, disciplinary literacy, learning and lesson study, and curriculum design. He is the founder of Be A Change, LLC, and coauthor of Student-Focused Coaching: The Instructional Coach’s Guide to Supporting Student Success Through Teacher Collaboration (Brookes Publishing, 2022).

In addition to his educational consulting, he serves as a project manager for The University of Texas at Austin’s Meadows Center for Preventing Educational Risk consulting with districts to develop systemwide Multi-tiered System of Supports.

Daryl began his career in the education profession nearly three decades ago and, today, continues to follow his passion of learning with and from others and advocating for voices and perspectives to be heard.

Daryl Michel was recently a guest on Episode #58 of the Coaching Conversations podcast with Jim Knight. Listen to his episode on your favorite podcast platform.

An educator first and foremost, Chris Munro has extensive experience in supporting and leading the growth and development of teachers and school leaders drawn from more than 30 years spent in Government, Independent, and Catholic schools in Australia and Scotland, and in Initial Teacher Education at the University of Aberdeen.

As an Accredited Senior Practitioner Coach (EMCC Global), Chris continues to coach and mentor education leaders and leads the design and delivery of coaching and mentoring training courses and consultancy projects across Australia and internationally. He has a particular interest in the impact of coaching on organizational learning culture. He regularly writes and speaks about coaching and mentoring in education and is an active contributor on social media. A highly experienced facilitator, Chris has presented at major conferences in the UK, Australia, and the USA.

Amy Musante is an educator and instructional coach and, at the heart of her work, is a belief in learning with others, building relationships, and helping diversified school communities move into action that authentically suits their unique needs.

She spent 18 years in Oregon as a High School English Language Arts teacher, Instructional Coach, and Secondary Schools Intervention Specialist. She received her MA from Teachers College, Columbia University with a focus on secondary literacy.

In her work with ICG Amy supports districts and leaders nationally and internationally, intentionally focusing on developing long-term partnerships to impact outcomes for all students in all classrooms.

Amy serves on a Board with the State University of New York (SUNY) system focusing on impacting the student experience at the high school and college level.

In her free time, she loves reading, spending time in nature, seeing friends and family, and cheering on Buffalo sports teams!

Sarah Ogborn is an Instructional Coach and English teacher at Antioch Community High School in Antioch, IL. A National Board Certified educator, Sarah led a team in creating and implementing a focused and cohesive Instructional Coaching program at ACHS. Sarah collaborates with educators on a daily basis while planning school-wide professional development for faculty.

In her 20 years as an educator, Sarah has consistently focused on creating an engaging and supportive classroom environment. Sarah also serves as president of her building’s association. As building president and an instructional coach, she is able to advocate for and support her peers.

Outside of school, Sarah is a Boilermaker, a mom, a wife, and a CrossFit addict. Sarah enjoys reading and playing with her pup.

Coming from a family of educators, Christina Ortega has devoted her career to public education for over 20 years in various capacities. She started her career as a Special Education Teacher teaching full-time learning support students. Christina then transitioned to the regular education classroom where she gained teaching experience at the elementary and middle school levels.

During her time as a classroom teacher and tenure as a technology facilitator, she found her passion for coaching and high impact instruction. In this role, she learned, implemented, and promoted blended learning with high impact instructional strategies in her building and district by way of professional development sessions and facilitative coaching capacities.

Christina transitioned into a full time Instructional Coaching role serving teachers at K-12 levels. It was in this role that she deepened her understanding of the Instructional Coaching Group and their resources as she transformed the district’s coaching program.

Today, Christina is a district level administrator as the Elementary Curriculum and Instruction Coordinator where she continues to expand her impact of empowering and equipping teachers, instructional coaches, and leadership teams with high effect instructional strategies for all students.

Christina lives in Hershey, PA with her husband, daughter, and their chocolate lab, Beauty.

Christina’s favorite quote: “Do the best you can until you know better. Then when you know better, do better.” – Dr. Maya Angelou

Claudia Owad has thirty years of experience working with individuals, teams, and organizations in developmental and strategic capacities. She is a director at Growth Coaching International, a company that develops coach and leadership training in education globally. As a former school counselor, Claudia understands the complexity and opportunities for educators. She is a Master Coach Practitioner with EMCC Global and has widespread experience in developmental assessments. She is also a graduate of the Master of Applied Science in Coaching Psychology at Sydney University and Solution Focused Business Professional from the University of Wisconsin. Her work and expertise in coaching led her to sit on the board of the International Coaching Federation Australasia.

Claudia has extensive experience in the interrelated disciplines of Coaching and Positive Psychology and has spoken at many National and International Conferences about their integration. She is passionate about developing potential through strengths and positive mindsets, particularly with leaders and teams. Her expertise and interest are focused on supporting the development of all leaders to create flourishing workplace environments using this integrated approach, through training, consultancy, and coaching to benefit all educators.

Jamie Pitcavage is an enthusiastic educator and instructional coach. He completed his first-year teaching high school English in the suburbs of Philadelphia, but soon found himself transported to the west coast, teaching middle school English in the San Francisco Bay Area.

Most of his time in the classroom was spent in 8th grade, which became a formative time in his career. Over the years, Jamie also taught fifth grade, served as an instructional coach, and held the role of Curriculum Supervisor.

His passion is facilitating professional development and coaching teachers and administrators. He has worked with many districts in various capacities, from key-note speaker to workshop facilitator to one-on-one coach.

Regardless of the number of people involved, Jamie loves being a thought partner and support to improve practices that benefit kids.

Besides education, Jamie really enjoys Disney, LEGOs, and group fitness classes.

Mariah Rankine-Landers stands as a transformative figure in education, pushing beyond traditional norms to cultivate a space where creativity, empathy, and social change are at the forefront. With a foundation in Equity and Social Justice in Education, Mariah’s educational philosophy emphasizes a love-centered pedagogy over mere information dissemination, aspiring to mold compassionate critical and creative thinkers. Her work is rooted in the belief that education should ignite a love for learning and encourage students to contribute positively to society. This approach advocates for an educational system promoting a curriculum that integrates the arts, experiential learning, and critical thinking over traditional textbook reliance.

As a co-author of Do Your Lessons Love Your Students: Creative Education for Social Change, alongside Jessa Brie Moreno, Mariah offers a compelling call to action for educators. This seminal work serves as both a manifesto and a practical guide, underscoring the importance of creativity in the classroom. It presents strategies for teachers to design environments where students are engaged with a sense of belonging. Through her visionary efforts in creative education, Mariah Rankine-Landers not only challenges the status quo but also lays down the groundwork for a more dynamic educational landscape, one where every lesson is an act of love toward its students.

Mariah Rankine-Landers was recently a guest on Episode #64 of the Coaching Conversations podcast with Jim Knight. Listen to her episode on your favorite podcast platform.

Dr. Kim Richardson, a Professional Certified Coach (PCC) accredited by the International Coaching Federation (ICF), is coach and consultant with her company Keep Rising and currently holds the position of Induction and Development Director with Hampton City Schools in Virginia. She is the creator of the Radical Learners course: Coaching for Connection, Certainty, and Autonomy, in collaboration with Jim Knight/Instructional Coach Group. Her contributions to the field have been recognized in Focus on Teachers, where her work with the HCS coaching program was prominently featured.

Dr. Kim’s drive is coaching and leadership professional learning with a “People-Centered Approach.” Previously, as the HCS Instructional Coaching Coordinator, she played a pivotal role in establishing and shaping the district’s instructional coaching program. Her leadership and ongoing training initiatives have been instrumental in its success, making it an integral part of the district’s educational framework.

Prior to her current roles, Dr. Kim has held various positions including elementary school principal, technology curriculum instructional specialist, and elementary classroom teacher. Outside of her professional endeavors, she values spending quality time with her husband, three sons, daughter-in-law, and baby granddaughter.

On weekends, she enjoys teaching Zumba® fitness classes, finding pure joy in the art of dance.

Jessica Robbins is currently in her 21st year of education in Rockport-Fulton ISD. She began her career as a high school English teacher honored to serve the students of her hometown. Learning alongside other strong school leaders, Robbins served as a subject area coordinator leading teachers on campus for six years. After ten years in the classroom, her focus shifted to district leadership where she has served in a variety of capacities including assessment, special populations, and curriculum & instruction.

Currently serving as Executive Director of Teaching and Learning, Jessica is focused on building strong systems of support in a district serving students with diverse needs. She believes that every student deserves administrators and teachers who are well-supported through quality professional learning, high-quality instructional resources, and job-embedded coaching. She is completing her dissertation at this time with a focus on central office support of principals who serve as key levers for change in schools.

Nicole Skeen is an educator, coach, consultant, trainer, speaker, and program developer with a passion for facilitating the professional growth and individual success of teachers. She served as a middle school teacher, instructional coach, induction coordinator, professional development leader, and adjunct instructor at the University of South Carolina before joining the College of Education faculty full-time.

In 2017, Nicole became the college’s founding director of the Carolina Teacher Induction Program (CarolinaTIP). CarolinaTIP is an innovative and groundbreaking program designed to help teachers persevere and thrive in the profession. As director, Nicole has led the development and implementation of a proven and award-winning coaching and support model specifically designed to meet the evolving needs of novice teachers by addressing educator-identified and research-based factors of teacher attrition.

Dr. Bill Sommers, of Austin, Texas, continues to be a learner, teacher, principal, author, leadership coach, and consultant. Bill has come out of retirement multiple times to put theory into practice as a principal. He is currently coaching leaders with stakeholder centered coaching (SCC) to elevate knowledge, skills, and applications.

Bill has been a consultant for Leadership Coaching, Cognitive Coaching, Adaptive Schools, Brain Research, Poverty, Habits of Mind, and Conflict Management. He was also on the Board of Trustees of the National Staff Development Council (now called Learning Forward) for five years and served as president in 2006.

Bill is a certified Stakeholder Centered Coach, certified as WHY Institute consultant, as well as Leveraging Polarities.

Dr. Sommers is the former Executive Director for Secondary Curriculum and Professional Learning for Minneapolis Public Schools and has been a school administrator for over 35 years. He has been a Senior Fellow for the Urban Leadership Academy at the University of Minnesota and has served as an adjunct faculty member at Texas State University, Hamline University, University of St. Thomas, St. Mary’s University, Union Institute, and Capella University. Bill has been a program director for an adolescent chemical dependency treatment center and on the advisory board of a halfway house for 20 years.

Bill has authored and coauthored over ten books, including:

• Compliance Cop to Culture Coach (2023) in press
• Creating Talent Density: Accelerating Adult Learning (2021)
• Responding to Resistance: 30 Ways to Manage Conflict in Schools (2019)
• 9 Professional Conversations to Change Schools: A Dashboard of Options (2018)
• Living on a Tightrope: A Survival Handbook for Principals
• Being a Successful Principal: How to Ride the Wave of Change Without Drowning;
• Reflective Practice to Improve Schools (now in the third edition as Reflective Practice for Renewing Schools)
• A Trainer’s Companion: Stories to cause inspiration & reflection
• Energizing Staff Development Using Video Clips
• Leading Professional Learning Communities
• Guiding Professional Learning Communities
• Principal’s Field Manual
• Habits of Mind Teacher’s Companion (in the second edition)
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Bill has also coauthored chapters in several other books. In January 2016, Bill and his colleague Skip Olsen launched the website www.learningomnivores.com, which includes educational posts, new rules, and book reviews.

Bill is a practitioner who integrates theory into leading and facilitating schools. Dr. Sommers continues to coach school leaders, as he has done for over 30 years.

Sherry St. Clair is the founder of Reflective Learning LLC, an educational consulting agency based in Kentucky. Her organization works with schools around the world, creating specialized training and coaching services for school administrators and educators. She holds a master’s degree in Instructional Leadership, as well as a Rank I in Instructional Supervision.

Sherry has served as a Senior Consultant for the International Center for Leadership in Education and Houghton Mifflin Harcourt. As an international consultant, Sherry draws from her rich experience at various levels of public education–teaching elementary school, being an administrator in a high school of 1,300 students, working as a state consultant, and creating and facilitating virtual courses. Sherry is a highly regarded international speaker and consultant, providing educational agencies with expertise in the areas of instructional leadership, effective classroom practices, classroom walkthroughs, effective use of data and guidance on how to create structures for successful classroom coaching. Coaching schools to best meet the needs of all students is Sherry’s passion.

Sherry developed virtual instructional workshops for the CTE Technical Assistance Center of New York. In partnership with the Successful Practices Network, Houghton Mifflin Harcourt, and The School Superintendent Association (AASA), Sherry worked to bring innovative practices to scale. Additionally, through Georgia Association of Educational Leaders, Sherry has facilitated Literacy Leadership Institutes for the past four years. This work has enabled district leaders, school administrators, and instructional coaches an opportunity to focus on leading research-based literacy improvements in their schools and communities.

Sherry is a contributing author to Effective Instructional Strategies Volume 2 published by the International Center for Leadership in Education and 100 No-Nonsense Things that All Teachers Should Stop Doing. She has published numerous professional learning activity guides and facilitated webinar series focused on leadership and effective instructional practices. Her publication, Coaching Redefined: A Guide to Leading Meaningful Instructional Growth, was released in June of 2019. Her new book focused on intentional instructional growth will be released later this year.

Matt Stone is a highly regarded teacher developer, pedagogical coach, and school improvement consultant with 15 years’ experience working as an English teacher in South Wales, UK. As a senior leader and regional professional learning lead, he has supported schools across the UK to develop their approaches to professional development and instructional coaching.

He now works as a coach, trainer, and school improvement consultant with Teaching WalkThrus and is a regular speaker at national education conferences. His first book Coaching WalkThrus: 5-Step Guides for Great Coaching is a collaboration with Oliver Caviglioli and Tom Sherrington. His book is due for release toward the end of 2024.

Dr. Ray Swann is Head of the Crowther Centre. He completed his PhD in medical education at the Austin Hospital, Department of Surgery, University of Melbourne, and his masters by research at the Melbourne Graduate School of Education. He is presently an honorary fellow at the University of Melbourne.

Ray has worked across government, independent and single gender contexts, and now leads change in well-being programs and evidence informed practice. He was recognized as a National Top 50 Educator in 2019 and received an Australian Council of Educational Leadership New Voice scholarship in 2020. Previously, Ray was a Head of School, and school improvement consultant working for a large organization.

Ray is an internationally published academic author and reviewer, author of a children’s book, host of the Understanding Boys podcast (which has trended in the Top 5 parenting podcasts in Australia with over 65k followers), and a sought-after consultant in identity performance coaching for medical and surgical trainees.

Ray has also run allied health workshops through the award-winning not-for-profit company Identity Theatre, which he founded in 2002.‍

Dr. Ray Swann was recently a guest on Episode #62 of the Coaching Conversations podcast with Jim Knight. Listen to his episode on your favorite podcast platform.

Dr. Courtney L. Teague, renowned as “The Uncommon Coach,” is a distinguished executive coach and performance improvement expert with over 17 years of experience. As a member of Forbes Coaches’ Council, she excels in transforming organizational challenges, such as bad hires and high turnover, into opportunities for cultivating thriving, efficient workplace cultures.

As the founder of CLT & Associates, she leverages a proven improvement framework to enhance performance management and coaching across various sectors. Dr. Teague is a certified International Coach Federation (ICF) coach and a Prosci-certified change manager, showcasing her deep expertise in guiding organizations through transformative changes. Through her work, Dr. Teague empowers leaders and teams to achieve unparalleled excellence in performance and productivity.

Jim Thompson—Grandpa to James Joseph ! and….

’93 NYS Elementary Principal of the Year and ’94 NAESP National Distinguished Principal of NYS. 30 plus years in school administration, rich experience in the classroom as a Jr-Sr HS Social Studies Teacher, middle school social studies and reading teacher, and self-contained elementary teacher. 15 years teaching at the college level—teaching future teachers and administrators…consultant to a foundation helping to build PLCs across the nation…Detroit, Alabama, Virginia, Illinois, Kansas, Indiana and NYS. Many national, state, and regional presentations including presenting to all new California administrators at UCLA. And along with Dr. Casey Kosiorek and Dr. Trista Hollweck-University of Ottawa—one of three of the North American CollectivED Fellows.

For over a decade, engaged with hundreds of educators to impact student learning with video reflection and partnership coaching.

Jim’s work is published in the Journal of School Administrators’ Association of New York on topics including supervision of instruction and the importance of mentoring for school administrators. He has also been published by the Association of California School Administrators on the topic of instructional leadership. Most recently, Jim had a journal article published in CollectivEd Working Papers, a publication by the Carnegie School of Education, and is coauthor of A Quick Guide to Video Coaching: The best practice to improve the art and craft of teaching through guided reflection.

Megan Troyer has been a dedicated Mathematics educator and Instructional Coach at Antioch Community High School in Illinois since 2014.

In her coaching role since 2020, she prioritizes building strong interpersonal connections for effective staff and student learning.

Megan’s commitment to excellence is evident in her classroom teaching, where she integrates social-emotional learning and leads the math department in transitioning to standards-based grading. With a Master in Educational Leadership and Curriculum and Instruction, Megan focuses on fostering growth and creating a positive learning environment at ACHS.

She received the 2021 Those Who Excel Illinois State Board of Education award as a member of the Math 1 Team and the 2023 award as part of the IDEAPAD coaching team.

Megan also shared her expertise on Standards-Based Grading at IDEAcon 2021.

Nicole S. Turner stands out in the world of K-12 education with her innovative approach. As the founder and CEO of Simply Instructional Coaching Inc., she has created a unique space for instructional coaches, teacher leaders, and administrators through the Simply Coaching Summit™ and the Instructional Coaching Accelerator™ providing a wealth of resources for those passionate about improving education.

With 19 years of experience in education, Nicole has worn many hats, from classroom teacher to leadership roles, including building and district-level instructional coach and Indiana Department of Education school improvement and turnaround specialist. She excels at creating supportive environments for coaching, helping principals with/without coaching backgrounds, and guiding coaches to enhance teacher performance and classroom success.

Nicole has made a significant impact through her workshops, coaching sessions, and speaking engagements, reaching thousands of educators across the country. Her commitment to education is also reflected in her active memberships in several professional organizations such as Alpha Kappa Alpha Sorority Incorporated, National Sorority of Phi Delta Kappa, Indiana State Teacher Association, Indiana State Reading Association, and the Indiana Council of Teachers of Mathematics.

As an author, Nicole has shared her insights and experiences in two published books with Solution Tree Press: Simply Instructional Coaching: Questions Asked and Answered from the Field and Simply Instructional Coaching Planner™. She has also self-published The S.I.M.P.L.E. Blueprint for Instructional Coaching™ Workbook, which offers practical advice for instructional coaches.

Outside of her professional life, Nicole enjoys spending time with her family, which includes her husband, three biological children, and three bonus children. Their support and love fuel her passion for education.

Nicole S. Turner is dedicated to making a real difference in education, focusing on practical support and community building for educators.

Dr. Mary Webb is a consultant at the Instructional Coaching Group. Mary worked for twenty five years in public education in Texas, dedicating twenty of the years to school leadership in the role of Assistant Principal, Principal, and Director of Instruction in suburban and urban school districts.

Mary is a proud Sooner where she attended the University of Oklahoma to earn her B.S. in Elementary Education. She received her Master’s in Education Administration from Texas A&M Commerce and her Doctorate degree in Education Administration from The University of North Texas. Mary’s dissertation focused on how school systems can create structures for the principal and IC to develop a successful relationship in order to impact student learning.

In addition to her work in public schools, Mary serves as an Adjunct Professor at the University of North Texas. Mary has also facilitated multiple sessions of Courageous Principals at Deloitte University, which focuses on impactful leadership skills for administrators.

Dr. Jessica Wise began her educational career in Gwinnett County, Georgia, as an elementary school teacher. After seven years of teaching fourth grade, she transitioned into the role of an intervention teacher and instructional coach, where she found her true passion in education.

Becoming a school-based instructional coach opened new possibilities for how to support education. After serving her school for two years as a coach, she joined the Curriculum & Instruction department where she served as a Literacy Instructional Specialist, and then a Leadership & Staff Development Instructional Coach. Jessica’s true passion exists in the learning spaces where adults can explore instructional coaching and facilitation that prioritizes people and energizes educators.

Jessica received her doctoral degree in School Improvement from the University of West Georgia where her focus was facilitation of adult learning.

When not working, Jessica enjoys hiking, movie night with her family, and working on DIY projects around the house.